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It analyzes humor types and frequency via questionnaires and semi-structured interviews. Teachers report moderate, subject-limited humor use that students confirm, while lecturers show a limited repertoire and underuse jokes valued by learners. Participants broadly agree on verbal, spontaneous, and relevant humor efficiency and preference, yet attitudes reveal skepticism and discomfort. Student recommendations guide curriculum improvements for EFL higher education.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/investigating-humor-integration-in-tunisian-tertiary-english-classes-a-comparative-study-of-teachers-and-learners-perceptions/590062/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/investigating-humor-integration-in-tunisian-tertiary-english-classes-a-comparative-study-of-teachers-and-learners-perceptions/590062.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To examine lecturers’ and learners’ perceptions of humor integration in Tunisian tertiary English classes, including the types and frequency of humor use and whether teachers and students evaluate humor similarly.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected and analyzed?",{"text":117,"@type":113},"A mixed-methods approach was used, combining questionnaires with semi-structured interviews to gather quantitative and qualitative data.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about how teachers use humor?",{"text":121,"@type":113},"Humor use is moderate and limited to specific oral subjects, teachers use it regardless of gender, and lecturers rely on a very limited set of humor forms, neglecting jokes that students appreciate.",{"name":123,"@type":110,"acceptedAnswer":124},"What implications does the study propose for EFL curriculum design?",{"text":125,"@type":113},"It uses students’ recommendations to suggest improvements to teachers’ practices and serves as a starting point for EFL curriculum designers in Tunisia to revise materials for better humor integration in higher education.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},590062,1792166138,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Investigating Humor Integration in Tunisian Tertiary English Classes: A Comparative Study of Teachers’ and Learners’Perceptions\u003Cbr>Najla Fki*\u003Cbr>The Higher Institute of Applied Studies in the Humanities of Mahdia, University of Monastir, Avenue Habib Borguiba Rejiche, Mahdia, Tunisie 5121\u003Cbr>Corresponding Author: Najla Fki, [E-mail: najla_fki@yahoo.com](E-mail: najla_fki@yahoo.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>This study examines lecturers’ and learners’ perceptions on humor use in Tunisian tertiary classrooms, focusing specifically on the English major. The ultimate aim is to explore the types and frequency of humor use on the one hand and whether teachers regard humor in the same light as their students on the other. To this purpose, a mixed-methods approach consisting of questionnaires and semi-structured interviews is adopted to collect quantitative and qualitative data for analysis. The findings revealed that, in terms of frequency, humor is used by all interviewed teachers irrespective of their gender. Yet, the general percentage of humor use remains moderate and limited to specific oral subjects as confirmed by the students. The results also indicated the participants’ agreement on the efficiency and preference of verbal, spontaneous and relevant humor types. However, it has been shown that the lecturers use a very limited repertoire of humor forms, neglecting jokes which are more appreciated by their students. Inconsistencies between the participants’ responses are further traced at the level of their attitude towards humor use in class. While most of the teachers believe that the merits of humor are undeniable, they expressed skepticism and discomfort in dealing with this tool in class. To overcome these lacunas, this study builds on the students’ recommendations to improve their teachers’ practices and can therefore be a starting point for EFL curriculum designers in Tunisia to revise current materials for a better humor integration in higher education. |\n| Article history\u003Cbr>Received: March 03, 2021\u003Cbr>Accepted: May 02, 2021\u003Cbr>Published: June 30, 2021\u003Cbr>Volume: 12 Issue: 3\u003Cbr>Advance access: June 2021 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Humor Use,\u003Cbr>Perceptions,\u003Cbr>Tunisia,\u003Cbr>Tertiary Education,\u003Cbr>EFL |  |\n\nINTRODUCTION  \nResearch into second and foreign language teaching has for long taken a one-directional path, focusing mostly on education as “a wholly serious matter” (Askildson, 2005, p. 46) . Classic models of language teaching have, for decades, confined educators to standardize their classrooms into fun-free environments where syllabus and systematic testing are the primary foci (Chaniotakis, 2010; Nasiri & Mafakheri, 2015, Bell & Pomerantz, 2016) . In recent years, however, there has been a tremendous shift in language education research to give more prominence to learner-centered teaching methods which fit more the diversity brought about by globalization (Benson, 2012) . Endeavors in this regard have been increasingly zealous about exploring and recognizing the potential of language play “as a useful resource for offering opportunities for creativity, unstructured communication, enjoyment in the language process and increasing student confidence and motivation” (Petraki & Nguyen, 2016, p. 98) . Precisely, there has been a growing body of research on humor as one pervasive aspect of language play and the affective and cognitive benefits it can bring to language classes (Berk,  \n1996; Hellman, 2007; Chabeli, 2008; Al-Duleimi & Aziz, 2016; Kovar, 2017) .  \nDespite the established evidence of the effectiveness of humor and its attested empirical usefulness in language acquisition, the literature reveals that educators often hold a skeptical and nuanced stance which reflects their doubts about it as a pedagogical tool of instruction (Askildso","cbCailBlsIoIDdY7","https://ap.wps.com/l/cbCailBlsIoIDdY7","pdf",343997,14,"English","# Introduction\n## Background on language teaching and humor\n## Research gaps in the Tunisian context\n## Study aims and research questions","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To examine lecturers’ and learners’ perceptions of humor integration in Tunisian tertiary English classes, including the types and frequency of humor use and whether teachers and students evaluate humor similarly.\"},{\"question\":\"How was data collected and analyzed?\",\"answer\":\"A mixed-methods approach was used, combining questionnaires with semi-structured interviews to gather quantitative and qualitative data.\"},{\"question\":\"What do the findings suggest about how teachers use humor?\",\"answer\":\"Humor use is moderate and limited to specific oral subjects, teachers use it regardless of gender, and lecturers rely on a very limited set of humor forms, neglecting jokes that students appreciate.\"},{\"question\":\"What implications does the study propose for EFL curriculum design?\",\"answer\":\"It uses students’ recommendations to suggest improvements to teachers’ practices and serves as a starting point for EFL curriculum designers in Tunisia to revise materials for better humor integration in higher education.\"}]","Investigating Humor Integration in Tunisian Tertiary English Classes: A Comparative Study of Teachers’ and Learners’Perceptions | PDF",1792068709,35]